Mathematics

Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform

Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.

Author/Presenter: 
Kara Jackson
Lynsey Gibbons
Charlotte J. Sharpe
Lead Organization(s): 
Year: 
2017
Short Description: 
This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.

In-Game Actions to Promote Game-Based Math Learning Engagement

Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Author/Presenter: 
Jewoong Moon
Fengfeng Ke
Lead Organization(s): 
Year: 
2019
Short Description: 
This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Susanna Owens Farmer
Lead Organization(s): 
Year: 
2019
Short Description: 
This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Research Council on Mathematics Learning 2020 RCML Annual Conference; Las Vegas, NV

Event Date: 
Thu, 03/05/2020 (All day) to Sat, 03/07/2020 (All day)
Associated Dates and Deadlines: 
Event Type: 
Discipline / Topic: 

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